“I am working 24/7, but I can't translate that to you”: The barriers, strategies, and needed supports reported by chemistry trainees from English-as-additional language backgrounds

Abstract

Having a shared language such as English facilitates globalization of science but it can also limit science by poses barriers for those who have learned English-as-an-additional language (Eng+). There is currently no research focused on the experi-ences of Eng+ graduate students and postdoctoral researchers (“trainees”) in chemistry and related sciences, despite the grow-ing prominence of Eng+ trainees and ongoing calls for improving equity and inclusion in the sciences. Without research focused on Eng+ trainees, we risk losing out on a diversity of perspectives and expertise that might otherwise strengthen scientific progress. This study represents a first step in developing and evaluating strategies that effectively support Eng+ chemistry trainees by investigating their experiences with learning, communicating, and doing chemistry in English. This research was guided by three research questions: (1) What are Eng+ chemistry graduate students’ and post-doctoral research-ers’ (i.e., trainees) language experiences before entering English-dominant research programs? (2) What language barriers have trainees faced in learning, communicating, and doing chemistry? and (3) What strategies and supports have been helpful or needed? To investigate these RQs, we conducted semi-structured focus groups and interviews with 18 Eng+ chemistry graduate students and post-doctoral researchers, followed by qualitative analysis to identify key themes. We found that trainees had diverse language experiences before entering English-dominant research programs and faced challenges working in an English research environment. Trainees described research impacts that included avoiding interactions with colleagues, exacerbated feelings of imposter syndrome, needing extra time to learn or communicate, and not being able to fully express their knowledge. They expressed an ongoing desire to learn English and described their various independent strategies, demonstrating resilience and growth mindset to navigate challenges. All participants believed that research supervisors and institutions needed to play a larger role in supporting Eng+ trainees, such as empathetic supervisors who offer personal and professional support, and institutional supports that provide chemistry-specific knowledge-building and networking opportunities. Based on the findings, we recommend approaches that supervisors and institutions can enact that may improve linguistic equity in the chemical sciences.

Using generative artificial intelligence in chemistry education research: prioritizing ethical use and accessibility

“…face unique and significant difficulties with learning and communicating research in an English dominated scientific community. [42][43][44] AI tools that support academic writing can also be useful for people with communication disabilities. ChatGPT and other gen AI programs offers these researchers opportunities to focus on the scientific content of research communications rather than the scientific writing.…”

Using generative artificial intelligence in chemistry education research: prioritizing ethical use and accessibility

“…face unique and significant difficulties with learning and communicating research in an English dominated scientific community. [42][43][44] AI tools that support academic writing can also be useful for people with communication disabilities. ChatGPT and other gen AI programs offers these researchers opportunities to focus on the scientific content of research communications rather than the scientific writing.…”

Contextual Analysis of Scientific Publications for Advancing writing Skills (CASPArS): Self-Learning for Science Writing Using Top Scientists’ Literature

“…Similarly, availability of writing mentorship in specific research groups by a supervisor or senior student/scientist cannot be controlled by a learner, even though supervisor's mentorship is known to have significant influence on positive learning experiences. 16 While institutions and departments should continue to provide more English writing courses/workshops/resources, there is a need for resources that are readily accessible to individual learners. Although the increased availability of online editing services may be a suitable option for learner-writers, the cost may be an impediment for many, and the quality and subjectspecificity of such tools is quite varied.…”